English Learner Resources
The following helpful resources provide information on students that are English Learners (ELs).
- Resource Guide for the Content Area Teacher.pdf
- Service Model Guidance for English Learners.pdf
- Enrollment 101 for English Learners (ELs) Webinar and Required Documents.pdf
- English Learners and Title I, Part A: Purposeful Design and Coordination.pdf
- Types of Language Instruction Educational Programs from the National Clearinghouse of Language Acquisition details types of programs that have been recognized as educationally sound in the field for educating ELs
"Success with English Learners" Professional Development English Learner Webinars
Click HERE to fill out a brief survey and/or indicate that you would like a PGP certificate for your participation.
Collaboration & Connection for Our ELL Students: Trish Morita-Mullaney is a Visiting ELL Assistant Professor at Purdue University. She teaches graduate online courses for the ELL K-12 license and supports other related ELL classes for graduate and doctoral students. She coordinates with area school districts and service centers on ELL professional development for teachers and administrators. Her research focuses on the lived practices of teachers and leaders as they enact policy with, for, and among ELLs. Before serving at Purdue, she worked as a building administrator and an ELL District Director. She is a long-term member of INTESOL and is a part of the INTESOL leadership cadre. She was a significant contributor to the creation of Indiana's first set of ELL standards.
ELLs in Secondary Classrooms 1: In part 1, Dr. Katie Brooks and Dr. Susan Adams, professors in the College of Education at Butler University, share research behind the stages of second language acquisition and effective strategies that educators can use to facilitate the development of academic language in the classroom for our English learners.
ELLs in Secondary Classrooms 2: In part 2, Dr. Brooks and Dr. Adams discuss how to facilitate language development, including reading skills in the second language. Specific strategies are shared to increase interaction and provide language instruction through the content. In order for all English learners to be successful, Dr. Brooks and Dr. Adams share factors that must be considered when teaching long term English learners (LTELs) and students with interrupted formal schooling (SIFEs) with little native literacy development.
Information About Our Speakers:
Dr. Kathryn Brooks, Ph.D.
Katie Brooks is associate professor in the College of Education at Butler University and was the Principal Investigator of Project Alianza, a five-year US DOE Title III Professional Development Grant. Katie's research interests also include ESL student writing, ESL student engagement in mainstream classrooms, and teacher professional development.
Dr. Susan R. Adams, Ph.D.
Most recently the Project Alianza Director at Butler University, Susan R. Adams is assistant professor of Middle/Secondary education in the College of Education at Butler University where she teaches ESL education courses for preservice and practicing teachers. A former high school ESL teacher and instructional coach, her research interests include equity, teacher transformation, and ELL writing.
Information About Our Speakers:
Dr. Faridah Pawan
Faridah Pawan is an associate professor from the Department of Literacy, Culture, and Language Education at Indiana University (Bloomington, IN). Areas of specialty include ESL/EFL teacher education, research in ESL and content area teacher collaboration in public schools in Indiana and in Beijing, China, and pegagogy in second/foreign language online teaching. Further details can be found at http://education.indiana.edu/dotnetforms/Profile.aspx?u=fpawan
Anita Seralathan is a doctoral student in the Department of Literacy, Culture, and Language Education at Indiana University (Bloomington, IN). She was an ESL teacher in California and an EFL teacher in the Czech Republic and India. Her degree goal is ED.D. in ESL/EFL Teacher Education.
English Learners and RTI Webinars : This thee part mini-series, titled What Every Administrator Should Know about Separating Difference from Disability, is presented by Dr. Catherine Collier. Dr. Collier has over 45 years experience in equity, cross-cultural, bilingual, and special education. She has authored several books and articles on cross-cultural and multilingual special education. She works extensively with school districts on professional and program development for at-risk diverse learners.
Part I: Policy, Programs, and Challenges for English Learners
Part II: Pyramid of Resilience, Instruction, Intervention & More
Part III: Language Characteristics and Instructional Support for English Learners
Part IV: Step 1-2: Build Foundation and Establish Resiliency
Part V: Step 3-4: Differentiate and Monitor Instruction & Intervention
Part VI: Step 5-7: Resolve/Reference, Integrate, and Serve